RECORD:
We began, as per tradition, stretching a bit and getting the energy up.
S: Let's begin with some light "ooh" sigh things that we did last week. (We did a bunch. I did this cause I wanted to begin lightly and just get her to release the sound. I thought it was fairly successful) Let's do a good standard...No, no, no, no, no. You can punch if you need to. (Last week we did that. She did one and it was not very present.) Can you just speak it? (We spoke it a lot until it had the energy behind it. She did a bunch) Let's do some mmm-chews into a 5-3-1-3-5 on mi. (I demonstrated. She did a few and we jumped all over the keyboard.)
D: How can I do that with out breaking between the mmm hum and the 5-3-1? It is hard. Why is it hard?
S: (I wasn't sure how to explain it so I did a few myself) That is hard. I think it is hard because you are opening your mouth and releasing the sound so it feels strange! Let's just try it on a single pitch and see if we can do it without breaking in the middle. (I thought maybe simplifying it would help. We did it a bunch on a single pitch and she seemed to be successfully moving from one to the other. Then we added the descending 5-3-1 back in and it seemed easier and more flowing) Ok let's do di-di-di 1-3-5-3-1. (She did a few. She was little tense and stiff) Ok so I want you to squat down in a gorilla pose (Tarzan on the brain) and squat down. Take some time down there and take some nice breaths. Then I want you to come up and sing the di's and you move about like a gorilla (Haha, it sounds confusing but I demonstrated and she knew what I meant. I just wanted her to be more free and loose. I would make her squat if the sound lacked energy.) I promise there is a point to this. I am not trying to make you feel stupid.
D: Haha, I know! (We did a few.) My legs are gonna be sore tomorrow from voice lessons! (I took her a little higher and had her squat jump to distract her as she got higher.)
S: So why would I make you do that?
D: Because, I need to have energy when I sing...and I don't!
S: Haha, yes! And you know what I saw today was that you were a bit tense and in your head too much. Your posture is very released and balanced but you were starting to tense a bit. I like the gorilla arms because it releases tension and I like the squats down because it helps your breath release as well.
D: Good thing this practice room doesn't have video cameras.
S: Hahaha! Ok let's bring back the "meh", I think that really helps you. (We did a few times just speaking it) Do you feel when it is right? When it is more energized and grounded?
D: Ya, it comes out easier!
S: Let's do three "meh's" in a row and tell me which one you liked best. (She did)
D: The first one was best.
S: Because?
D: I think it was just freer.
S: Ya! I have noticed that when you talk your voice is a little softer, you are very calm and relaxed. But, the projection that you want in your voice is that more "meh" quality right?
D: Yes!
S: Ok let's add the vocalize. (I made it a little more complicated as a testing point for her and I didn't want her to become bored with the same old exercises. We jumped around a bit and I took her higher. As we got higher I had her sigh on a mi before she did it.)
D: I want to sing every song on meh. I like it!
S: Haha! It works well for you. Let's do some light childlike "Wee's". (I did it to take her higher. I had her make some unpitched and then matched the pitch she picked and had her do some descending five slides. We did a bunch) Good. I just wanted to take you higher and build that high voice up more. Alright let's work on a song!
D: Ok, let's do "Lean on Me" again. I say "some" weird. (I had her say it and then sing it)
S: Hmmm...Think that you are saying so instead of some and don't go right to the m. (She did it)
D: Ya, I think I was going to the m too soon so it felt weird.
S: Let's try it out. (She sang it once. I struggled to figure out what I wanted to say and paused for a second)
D: I didn't feel like it projected very loudly. I thought about it half way through but I feel like when I started it off wrong it is hard to accomplish it.
S: Ok, I like this. Let's have you self diagnose. What would you do to fix it? Like which of the techniques we have used that would help you?
D: Meh!
S: Ok Let's try it. (She sang it through with Meh's before each phrase) Did that help?
D: Ya it felt more projected.
S: Ok let's try it this time with the mmm before each chunk ok? (She did it.) Did that feel a little more present?
D: Mmmm.
S: Which works better the mmm or the Meh?
D: The Meh is good but it doesn't take me directly into the sound that I want.
S: Ya, I think the Meh reminds you what to do but the mmmm's really help you go right into it! Let's do the chorus like that. (We sang through the chorus like that. She was being very hesitant and shy) Let's do this one more time and own it! You started off sooo present but then you scared yourself and you let the sound retreat back. Don't worry about it being perfect-Just rock it. (She sang it again and I didn't play with her.)
D: Was that better for you?
S: YES! That was better. That is what you need to do. It was way better cause you just let it be! It was present, it had volume and shape to it. You were worried about getting the notes right and when you let that go, you actually did sing it right! I just want you to believe in yourself like I believe in you because I am hearing some great stuff coming out of you!
REACTIONS:
I felt a lack of focus on my part during this lesson. I was kind of all over the place and not engaging Dacy very well. I could have asked more questions and I did certain vocalizes for way too long. I liked the moment where she chimed in and told me what she thought about how it sounded. That was cool and it indicated to me that she is gaining more of an internal model to follow. I liked having her self diagnose and I think it would be fun to implement that more. I need to be more specific in my feedback on vocalizes, telling her that was good, that wasn't quite it, that was better, etc because I think she can handle it!
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